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Lesson Exemplar for Quarter 1

Lesson

English 3
Lesson Exemplar for English Grade 7
Quarter 1: Lesson 3 of 8 (Week 3)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the
School Year 2024 - 2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized
reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in
appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate
and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not
represent nor claim ownership over them.

Development Team
Writers:
 Jay-Ar M. Morales
 Melanie Mae N. Moreno
 Ma. Maja F. Taclas
 Khristmas C. Torres
 Rhayn C. Leongson (Malabon City National Science and Mathematics High
School)

Validators:
 Mahlen B. Antonio, LPT, Ph.D. (City College of San Fernando Pampanga)
 Christiandon Aviado, LPT. Ph. D. (Angeles University Foundation)

Management Team
Philippine Normal University
Research Institute for Teacher
Quality SiMERR National

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please
write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by
email at [email protected].
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ENGLISH/QUARTER 1/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their multi literacies and communicative competence in evaluating Philippine literature
Standards (poetry) for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that
reflect local and national identity.

B. Performance The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for
Standards clarity of meaning, purpose, and target audience; and compose and publish an original multimodal literary text (poem)
that represents their meaning, purpose, and target audience, and reflects their local and national identity.

C. Learning Learning Competency

Competencies EN7LIT-I-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as a means of valuing
and Objectives other people and their various circumstances in life.

Learning Objectives:
 Recall key insights and concepts from the previous lesson on poetry.
 Interpret the meaning of words and phrases using context clues and affixes.
 Explore the author's background using a biography graphic organizer.
 Analyze a poem to uncover universal truths and essential life themes.

D. Content Poetry: Context Clues, Affixes and Author

E. Integration Sustainable Development Goal 4 Quality Education

II. LEARNING RESOURCES

Ayah al-Fatihah (The Opening) 1:5. (n.d.). Www.islamawakened.com. Retrieved May 25, 2024,
from https://www.islamawakened.com/quran/1/5/
BrianBontes. (2020). Blessings -Laura Story with Lyrics [Video]. YouTube. https://www.youtube.com/watch?v=ICnct8THNag
Ellis, M. (2023, 31 May). Affixes: Definition and Examples [Blog post]. Grammarly. https://www.grammarly.com/blog/affixes/
https://www.bible.com/bible/59/LAM.3.22-23.ESV
Lamentations 3:22-23 The steadfast love of the LORD never ceases; his mercies never come to an end; they are new every morning; great
is your faithfulness. | English Standard Version 2016 (ESV) | Download The Bible App Now. (n.d.). In www.bible.com.
https://www.bible.com/bible/59/LAM.3.22-23.esv

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PictureQuotes.com. (n.d.). PictureQuotes.com.from https://www.picturequotes.com/in-times-of-trouble-be-strong-and-wait-patiently-for-god-
to-rescue-you-quote-1010650
Rizal, J. P. (n.d.). A Poem that Has No Title. All Poetry. https://allpoetry.com/A-Poem-That-Has-No-Title

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 The teacher may either provide

Knowledge 1. Short Review individual copy of the activity to
Fill – in the Gaps the class or make use of
Direction: The paragraph below provides significant details about poetry. Fill in tarpapel, television, or a
the gaps with appropriate words such as articles, prepositions, or verbs from the projector to show the paragraph
given list to ensure the thoughts flow smoothly and the text is comprehensible. and options.

Poetry a type of literature that conveys thought, describes a scene, or tells a

story in a concentrated, lyrical arrangement of words. Its form, that is made
distinct
the repetition of similar syllables in words known as rhyme, the feelings
the writers that are detected through its tone the unusual choice of words or
the diction, has caused it to be appreciated by its readers. This piece of literature
turns readers profound thinkers with the presence of figures of speech and
sound devices that depict its style.

Guide Questions:
1. How familiar are you with poetry?
2. What are the elements, language features, and styles of poetry?
3. What value does poetry hold in your daily life?
B. Establishing 1. Lesson Purpose Lesson Purpose
Lesson Purpose Lay Down the End https://www.bible.com/bible/5
The teacher will present one of the following thoughts reflecting faith or belief for 9/LA M.3.22-23.ESV
the class to ponder. Afterwards, encourage and allow students to answer and
react to the following questions.

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Bible Verse Lamentations https://
3:22-23 ESV “The steadfast love of the LORD never ceases; his mercies never www.islamawakened.com/q
come to an end; they are new every morning; great is your faithfulness.” uran/1/5/
https://www.picturequotes.com/
 Qur’an Verse in-
“You alone we worship, and You alone we ask for help.” (Qur'an 1:4) times-of-trouble-be-strong-and-
wait-patiently-for-god-to-
rescue- you-quote-1010650
 Quotation
“In times of trouble, be strong. And wait patiently for God to rescue you.” -Laila
Gifty Akita

Guide Questions:
1. During difficult times in life, do you feel that God/Allah is with you?
2. Do you believe in His steadfast love and His power to save you?

2. Unlocking Content Vocabulary

Read the description carefully. Choose your answer from the word box below. Write
your answer to the blank provided before the number.

*Context clues *Antonym Clues *Affixes Unlocking Content

Vocabulary
*Author *Prefixes *Suffixes *Synonym clues
Answer key
 Context clues
1. Hints or pieces of information within the poem that help  Author
readers understand the meaning of difficult words or  Affixes
phrases.  Antonym clues
2. A person who creates or produces written, spoken, or  Prefixes
visual works.
3. Small word particles, usually only a few letters, added to a
root word to change its meaning or grammatical
properties
4. An opposite word or phrase is used to show what the
difficult word means by contrast (e.g., Unlike the vibrant
spring, the winter was dreary and dull).
5. Affixes attached to the beginning of a root word (e.g., "un-"
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in "unhappy").

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3. Developing and Day 2 Explicitation (Day 2)
Deepening 1. Explicitation
Understanding Context Clues After discussing the types of
Context clues in poetry are hints or pieces of information within the poem that help context clues and how to use
readers understand the meaning of difficult words or phrases. These clues can them, the teacher can assess
come from the words and sentences surrounding the unfamiliar word, helping students' understanding
readers figure out its meaning without needing to look it up. through activities such as
matching exercises or
Types of Context Clues identification tasks.
Definition Clues: Sometimes the poem will provide a definition for a difficult
word right in the next line or within the same line (e.g., The night was
somber, dark and gloomy).
Synonym Clues: The poem might use a word that means the same thing as
the difficult word to help explain it (e.g., The child was elated, filled with joy
and happiness).
Antonym Clues: An opposite word or phrase is used to show what the
difficult word means by contrast (e.g., Unlike the vibrant spring, the winter
was dreary and dull).
Example Clues: The poem gives examples that help explain the difficult word.
(e.g., The meadow was teeming with wildlife: rabbits, deer, and birds were
everywhere).
Explanation Clues: The poem explains the difficult word in more detail
within the surrounding lines (e.g., The ancient tree, a giant oak with
sprawling branches, stood as a sentinel in the forest).

How to Use Context Clues

Discuss to the students that the next time they come across a word they don't
know in a poem, they can use context clues to help them understand it by
following these steps:

1. Read the Surrounding Lines. Look at the lines before and after the unfamiliar
word.
2. Look for Synonyms or Antonyms. Check if the poem uses similar or opposite
words to explain the difficult word.
3. Check for Examples. See if the poem provides examples that illustrate what the
word means.

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4. Find Definitions or Explanations. Look for a definition or a detailed description
within the poem.

Practice Example
Let's look at an example to practice using context clues:
Poem Excerpt: "The old mansion was eerie, with its creaking floors and
ghostly shadows."
Context Clue: The phrase "creaking floors and ghostly shadows" gives a hint
about what "eerie" means.
Meaning: Based on these clues, "eerie" likely means something spooky or
creepy.

Tell the students that by using these strategies, they can become better at
understanding and enjoying poetry, even when it includes words they haven't
seen before.

Practice Activity: Context Clues in Poetry

Instruct the students to:
 Read each poem excerpt carefully.
 Use the context clues provided in the surrounding lines to determine the
meaning of the underlined word.
 Write the meaning of the word and explain which type of context clue helped Practice Activity: Context
you (definition, synonym, antonym, example, or explanation). Clues in Poetry
Example:
Poem Excerpt: "The old mansion was eerie, with its creaking floors and Answer Key:
ghostly shadows." 1. Meaning: Bright blue.
Meaning: spooky or creepy. Type of Context Clue:
Type of context clue: Explanation. Definition.

1. Poem Excerpt: "The sky was azure, a bright blue that stretched across the 2. Meaning: Brave and fearless.
horizon." Type of Context Clue: Synonym.
Meaning:
Type of context clue: 3. Meaning: Pleasant sounding.
2. Poem Excerpt: "The warrior was valiant, brave and fearless in the face of Type of Context Clue: Example.
danger."
Meaning:

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 Type of context clue: 4. Meaning**: Feeling confined
and cramped.
3. Poem Excerpt: "Her voice was melodious, like the sweet sound of a harp." Type of Context Clue: Antonym.
Meaning:
Type of Context Clue: 5. Meaning: Full of energy and
4. Poem Excerpt: "The room felt claustrophobic, unlike the wide-open spaces of the excitement.
park." Type of Context Clue:
Meaning: Explanation.
Type of Context Clue:
5. Poem Excerpt: "The child was exuberant, filled with energy and excitement." 6. Meaning: Extremely strong
Meaning: and violent.
Type of Context Clue: Type of Context Clue:
6. Poem Excerpt: "The storm was ferocious, with strong winds and relentless rain." Explanation.
Meaning:
Type of Context Clue: ---

More Practice Activity: Using context clues Tips for Students:

Direction: Carefully read the following lines and identify the clues to uncover their
meanings. Circle your answers from the provided choices. - Always read the entire poem
1. Is there any cream or lotion that I could use to soothe this pain? or passage carefully.
a. destroy b. calm c. ruin d. maintain - Pay attention to
punctuation; sometimes, a
comma or a semicolon can
2. A very tired father of the house found his repose on that old rocking chair. lead to an explanation.
a. rest b. anger c. chaos d. friend - Think about the overall
mood or theme of the poem
to help understand the word
3. The administration compelled its staff to provide the office with the in context.
necessary documents immediately. - Practice makes perfect—try
a. pleaded b. asked c. obliged d. requested reading more poems and
identifying context clues!
4. The company president descends from a poor family that’s why he is very
considerate to the needy.
a. originate b. walk c. live d. stay

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 5. The harsh words that come out his mouth and thrown at his subordinates
show that he lacks prudence.
a. caution b. love c. passion d. dignity

Let’s Define Affixes

Affixes are small word particles, usually only a few letters, added to a root word
to change its meaning or grammatical properties. They are classified into four
main types based on their position relative to the root word:

1. Prefixes: Affixes attached to the beginning of a root word (e.g., "un-" in

"unhappy"). Let’s Define Affixes
2. Suffixes**: Affixes attached to the end of a root word (e.g., "-ness" in Ellis, M. (2023, 31 May).
"happiness"). Suffixes are mainly used for grammar purposes: Affixes: Definition and Examples
● verb conjugation (work- worked) [Blog post]. Grammarly.
● plurality (fox - foxes) https://www.grammarly.com/blog/affixe
● possession (Juliana - Juliana’s) s/
● reflexive pronouns (them - themselves)
● comparatives and superlatives (fast - faster, fastest)
● changing word class (swim - swimmer)

3. Infixes are a special type of affix that comes in the middle of a word.
However, the English language doesn’t use infixes. Infixes are more
common in other languages, including Greek, Austronesian languages like
Tagalog, and Indigenous American languages like Choctaw.

4. Circumfixes are pairs of prefixes and suffixes always used together.

Circumfixes in English are very rare, but the circumfix of en– and –en is
seen in the common word enlighten, and the circumfix of em– and –en is
seen in embolden.

In poetry. Affixes help uncover the meanings of words. For example, "friend,"
a noun meaning someone attached to another by affection or esteem, can
become an adverb when affixed with "-ly," as in "friendly," meaning showing
kindly interest and goodwill. When affixed with "un-," the word becomes
"unfriendly,"
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meaning unfavorable or unsympathetic. Other examples of affixes include "-
or," "-er," "-ful," "-able," and "-ible."

You may enrich your vocabulary by learning to form new words from given words
through affixation. Do this in the vocabulary dynamics.

1. Man has utilized everything that GOD made and improved himself to be worthy
of all things on earth. His (Create) must be very proud of him.
2. Despite the abundance of blessings from GOD, people tend to go wayward
and violate HIS laws. But the LORD is always (mercy) to forgive
him.
3. Fighting for one’s nation and remaining faithful to GOD is an (honor)
characteristic.
4. A (respect) is what one becomes when he exudes loyalty
and trustworthiness.

Who is an author?
● An author is a person who creates or produces written, spoken, or visual
works.
● The term "author" is commonly associated with writers of books, articles,
poems, and essays, but it also applies to creators of speeches, scripts,
screenplays, artwork, music, and other forms of creative expression.
● Authors bring creativity, expression, perspective, and communication skills
to their work.
● Authors bring their individual perspectives and viewpoints to their work, Who is an author?
shaping how they interpret and represent the world around them. The teacher introduces to the
● Authors have the potential to influence and inspire others through their class the concept of an author
work. They can spark conversations, challenge perceptions, evoke and their importance. To
emotions, and prompt reflection. familiarize the class on
● Authors use language, imagery, symbolism, and storytelling techniques to identifying the distinct
engage audiences, convey messages, evoke emotions, and spark thought. features of an author, the
Through their creations, authors leave a lasting impact on culture, society, students will accomplish a
and the human experience. practice task.

During the discussion of

concept, the teacher may also

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Day 3 ask the input of the students
Author Study Day using the following questions:
The teacher will present the diagram and fact sheet to the class. Students will then ● Who is your favorite
form groups of four to five members and write their output on cartolina or manila author?
paper. Afterward, each group will present their work to the class. ● What do you think is an
author?
Direction: Discover essential facts about the author by completing the graphic ● In your opinion, are
organizer with the given details about him. authors important? If so,
why?
● Why is it significant that
reader’s also pay attention
to the author’s
background?
● How can an author impact
a literary work?

The teacher may provide

individual copies of the diagram
and fact sheet or present it
using a television/projector.

The design of the diagram may

be modified by the teacher.
Additionally, other information
about Dr. Jose P. Rizal can also
be added in the provided fact
sheet.

Guide Questions:

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1. How did you organize the information provided to you?

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 2. How did creating and completing the graphic organizer help you visualize
and understand Dr. Jose Rizal's role as an author?
3. What insights did you gain about your own journey as a reader and writer
while creating the graphic organizer?

Lesson Activity (Day 4)

The teacher will lead the class to read the poem “A Poem that Has No Title “by
Jose P. Rizal.
A Poem that Has No Title

To my Creator I sing
Who did soothe me in my great loss;
To the Merciful and Kind Lesson Activity (Day 4)
Who in my troubles gave me repose. Rizal, J. P. (n.d.). A Poem that
Has No Title. All Poetry.
Thou with that pow'r of thine https://allpoetry.com/A-Poem-That-
Said: Live! And with life myself I found; Has- No-Title
And shelter gave me thou
And a soul impelled to the good
Like a compass whose point to the North is bound.

Thou did make me descend

From honorable home and respectable stock,
And a homeland thou gavest me
Without limit, fair and rich
Though fortune and prudence it does lack.

The Power of Words

The teacher will divide the class into six groups. Each group will be assigned to
explain the significance of the following words in the given material. Afterwards,
the group will choose a representative to present their work in front.

Creator Troubles
Power Shelter
Descend Prudence

Guide Questions:

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 1. How is the word "CREATOR" connected to the poem?
2. What do you think is the author’s relationship with the Creator? Which line
supports your answer?
3. What did the Creator do with His TROUBLES?
4. Whose POWER is mentioned in the second stanza?
5. How did the speaker experience this power?
6. What do you think the author meant by "SHELTER"?
7. Where did the author DESCEND?
8. What did the author’s homeland lack besides PRUDENCE?

D. Making DAY 4
Generalizations 1. Learners’ Takeaways
Exit Slip: 3, 2 1
On a piece of paper, ask the student to provide what is being asked for:
● Write three things you learned from this lesson.
● List down two things you want to learn more about.
● Ask one question about the lesson.

2. Reflection on Learning
Direction: Complete the following open – ended lines in a short paragraph to get the
key ideas of the lesson.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 Songs Lift the Spirit!

Learning 1. Formative Assessment
Songs Lift the Spirit! BrianBontes. (2020). Blessings -
Direction: Listen to the song “Blessings” by Laura Story. Find similar thoughts the Laura Story with Lyrics [Video].
author of the song has with Jose P. Rizal in the poem discussed. Be guided by the YouTube.
following questions: https://www.youtube.com/watch?
v=ICnct8 THNag
1. Amidst trials in life, does the author also find comfort in GOD’s hands?
2. What do those two (the speaker in the song and the author of the poem in focus)
think about GOD’s mercy?

Here is the lyrics just in case the teacher is unable to access the link.
Blessings by Laura Story
We pray for blessings
We pray for peace
Comfort for family, protection while we sleep
We pray for healing, for prosperity
We pray for Your mighty hand to ease our suffering
And all the while, You hear each spoken need
Yet love is way too much to give us lesser things

'Cause what if your blessings come through raindrops?

What if Your healing comes through tears?
What if a thousand sleepless nights
Are what it takes to know You're near?
And what if trials of this life are Your mercies in disguise?

We pray for wisdom

Your voice to hear
And we cry in anger when we cannot feel You near
We doubt Your goodness, we doubt Your love
As if every promise from Your Word is not enough
And all the while, You hear each desperate plea
And long that we'd have faith to believe

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 'Cause what if your blessings come through raindrops?
What if Your healing comes through tears?
And what if the thousand sleepless nights
Are what it takes to know You're near?
And what if trials of this life are Your mercies in disguise?

When friends betray us

And when darkness seems to win
We know that pain reminds this heart
That this is not, this is not our home
It's not our home

'Cause what if your blessings come through raindrops?

What if Your healing comes through tears?
And what if the thousand sleepless nights
Are what it takes to know You're near?

What if my greatest disappointments

Or the aching of this life
Is the revealing of a greater thirst this world can't satisfy
And what if trials of this life
The rain, the storms, the hardest nights
Are Your mercies in disguise?
Source: LyricFind
Songwriters: Laura Story
Blessings lyrics © Capitol CMG Publishing, Universal Music Publishing Group, Warner
Chappell Music, Inc

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different strategies,
materials used, learner
materials used
engagement and other related
learner engagement/ stuff.
interaction

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 others Teachers may also suggest
ways to improve the different
activities explored/lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
▪ students consider this as an input for
What roles did my students play in my lesson? the LAC/Collab sessions.
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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